T-19 Dyslexia 101: What Parents Need to Know IDA – Denver, CO November 10, 2005

1. T-19Dyslexia 101: What Parents Need to KnowIDA – Denver, CONovember 10, 2005 Neuhaus Education Center 4433 Bissonnet Bellaire, TX 77401-3233 713 664 7676 www.neuhaus.org

2. What is reading? • Reading is a process in which the reader translates symbols on a page into words and then attaches meaning to those words. • The reader reads to gain information.

3. Instant Word Recognition 1. Oral Language • Sound/symbol 2. World knowledge • Structural analysis 3. Visualize • Context 4. Inner Dialogue

4. Current Research Brain research sponsored by • National Institute of Child Health and Human Development (NICHD). • International Dyslexia Association (IDA). • And Others • National Reading Panel commissioned by US Congress 1997 and reported in 2000.

5. cat Broca’s area Wernicke’s Angular Occipital area gyrus cortex

6. Stage 0 • Pre-reading stage • Ages 6 months to 6 years • Solid foundation for reading is built Chall’s Stages of Reading Development

7. Stage 1 • Learning the code • Beginning of first grade through beginning of second grade Chall’s Stages of Reading Development

8. Stage 2 • Confirmation and fluency • Second and third grade • Vital for developing fluency Chall’s Stages of Reading Development

9. Stage 3 • Table turn • Reading to learn • Fourth grade through eighth grade Chall’s Stages of Reading Development

10. Stage 4 • Reading from multiple viewpoints • Ninth grade through twelfth grade Chall’s Stages of Reading Development

11. Stage 5 • Construction and reconstruction • College and beyond Chall’s Stages of Reading Development

12. National Reading Panel ReportSix principles to guide reading instruction • Begin teaching phonemic awareness directly in kindergarten. • Teach each letter-phoneme relationship explicitly. (decoding) • Teach frequent, highly regular letter-sound relationships systematically. (decoding)

13. NRP report (cont.) 4. Show children exactly how to sound words out. (decoding) • Give children connected, decodable text to practice the letter-phoneme relationships. (fluency) • Use interesting stories to develop language comprehension. (+ vocabulary)

14. Effective reading instruction includes direct instruction in: • Phonemic awareness • Decoding • Fluency • Vocabulary • Comprehension source: NRP report-2000

15. Response to Intervention/RTIK-2 • Tier 1 – Core Reading Programs in the regular classroom • Tier 2 – Intervention Programs in small groups for a short time • Tier 3 – Remedial Programs more intensive reading remediation (dyslexia programs)

16. Dyslexia: Definition and Practice • What is dyslexia? • What strategies are effective in teaching students to read and spell? • What laws relate to dyslexia?

17. Is dyslexia a new term? • The term dyslexia has been used since 1887. The term was first used by Dr. Berlin, a German ophthalmologist.

18. Samuel T. OrtonPsychiatrist and Neurologist • Father of Dyslexia (strephosymbolia) • 1919 – University of Iowa • 1926 – Presented interpretation of Developmental Reading Disability to The American Neurological Association.

19. Dr. Orton • Identified the syndrome of specific language disability. • Separated disabled readers from students with mental retardation, brain damage, and primary emotional disturbances. • Proposed a system for diagnosis. • Outlined principles of remediation for disabled readers.

20. Anna Gillingham • Psychologist and Teacher • Analyzed and organized the English language for the teaching procedures that Dr. Orton devised (1930’s) • Trained teachers to use this system.

21. Dispelling old ideas

22. Do dyslexics see things backwards?

23. When students were asked to copy designs and Hebrew alphabet letters, the dyslexics did as well as the non-dyslexics. Vellutino, 1986

24. b d p q

25. Do dyslexic students make more reversal errors than other students?

26. Researchers have found that while dyslexic students make more errors than proficient readers, the percentage ofreversal errors is not significantly different for the two groups.

27. How is a dyslexic reader different from a skilled reader?

28. Dyslexic readers do not pick up the patterns of a language. • Phonological level • Orthographic level

29. On a phonological level, they have difficulty with. . . • rhyming • hearing the number of words in a sentence • hearing syllables in a word • Hearing individual sounds in a word

30. Deficits in phonological awareness reflect the core deficits in dyslexic readers. Source: N.I.C.H.D.

31. The best predictor of reading ability/disability from kindergarten and first grade test performance is phoneme segmentation ability. Source: N.I.C.H.D.

32. Matthew EffectKeith Stanovich The rich get richer. . . Fluency vocabulary word knowledge syntax text structure Read more comprehension learning through Enjoys reading – gain fluency reading SELF-ESTEEM Learns Sound/Symbol – learns to read Phonemic awareness

33. . . . and the poor get poorer No phonemic awareness No facility with sound/symbol – don’t learn to read well Don’t learn to read – don’t gain fluency Don’t enjoy reading Don’t read

34. On an orthographic level, dyslexics have difficulty. . . • grouping common letter groups such as tch, igh, str • knowing how to pronounce the vowels • dividing words into syllables

35. How is a dyslexic different from a skilled reader? For example. . . • bome & mave • gtsi & ynrh

36. Can you read these words? • trypsinogen • anfractuosity • prolegomenous • interfascicular

37. The ability to read and Comprehend depends upon rapid and automatic recognition and decoding of single words. Source: N.I.C.H.D

38. Another core deficit. . . • In addition to a weakness in phonological awareness, there is also a weakness in the ability to name in rapid succession. Source: N.I.C.H.D

39. Dyslexia is a specific language-based disorder. . . characterized by difficulties with single word decoding. Source: N.I.C.H.D

40. Slow and inaccurate decoding are the best predictors of difficulties in reading comprehension.

41. Reading Comprehension isinfluenced by: • Decoding skills • Reading fluency (rate and accuracy) • Language/listening comprehension • World knowledge / oral language • Visualizing • Inner dialogue • Attention

42. Language Learning Disabilities • Involves all aspects of language including the sounds and meanings of words. • Reading difficulty is at the level of both decoding and comprehension. • Language difficulties of all sorts are prominent. • Language difficulties may influence intelligence scores. • Present from birth. Overcoming Dyslexia Sally Shaywitz

43. Developmental Dyslexia • Phonological weakness is primary. • Other components of the language system are intact. • Reading impairment is at the level of decoding the single word both accurately and fluently. • Intelligence scores are not affected and may be in the superior of gifted range. • Present from birth Overcoming Dyslexia Sally Shaywitz

44. Effective Reading Intervention Includes direct instruction in: • Phonemic awareness • Letter recognition • Decoding • Fluency • Comprehension In a multi-sensory, structured, sequential, intensive reading intervention curriculum (such as Orton-Gillingham-based curricula) NICHD & IDA fact sheet

45. What does it mean to be an ORTON-GILLINGHAM reading curriculum? Structured, sequential, cumulative curriculum which includes intensive instruction in: • Phonology • Sound/symbol association • Syllable instruction • Morphology • Syntax • Semantics Using multi-sensory and discover strategies IDA fact sheet

46. Is dyslexia more common among boys than girls?

47. Recent research shows that as many girls are affected as boys. Source: NICHD

48. Won’t most students outgrow dyslexia?

49. Longitudinal studies show that of the children who were reading disabled in grade three, (and received no reading remediation). . .74% remained disabled in grade nine. Source: NICHD

50. Are there many dyslexic students?